Teacher training and learning to teach: an analysis of tasks in the practicum
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Teacher training and learning to teach: an analysis of tasks in the practicumAutor(es)
Data
2020-04-01Cita bibliográfica
Eduardo-José Fuentes-Abeledo, Mercedes González-Sanmamed, Pablo-César Muñoz-Carril & Emilio-Joaquín Veiga-Rio (2020) Teacher training and learning to teach: an analysis of tasks in the practicum, European Journal of Teacher Education, 43:3, 333-351, DOI: 10.1080/02619768.2020.1748595
Resumo
[Abstract] The practicum is an essential component of teacher training plans and a key element the process of learning to teach. Various documents, guides and protocols have defined the aims of this training phase and the functions of those involved: supervisors, tutors and students. To identify the tasks student teachers perform during the practicum, a quantitative study was designed using a questionnaire completed by 248 students in their final year of teacher training. The results show that the student teachers did not have the chance to tackle the broad range of teaching tasks, limiting their view of teaching and reducing their training potential. It is necessary to clearly establish the obligations of institutions who collaborate in the practicum, defining participants’ roles and ensuring that this experience encourages appropriate learning.
Palabras chave
Practicum
Teacher education
Student teaching
Teacher learning
Practicum tasks
Teacher education
Student teaching
Teacher learning
Practicum tasks
Versión do editor
Dereitos
© 2020 Association for Teacher Education in Europe
ISSN
0261-9768